Processes for Building Trust and Shared Purpose
Explanation
Creating opportunities for teachers to learn from one another, experience each other’s contexts, and engage in open, informal dialogues that foster mutual respect, strengthen relationships across schools, and cultivate a shared commitment to playful learning.
Theory
Research from Thailand (Meesuk et al., 2021) and Ghana (Ayilimba et al., 2025) highlights that PLCs grounded in shared values, collective focus on student learning, and supportive leadership enhance teacher trust, confidence, and capacity for independent learning. By designing teacher engagement through the lens of PLCs, trust, mutual respect, and shared purpose become foundational, enabling teachers to engage deeply, experiment safely, and sustain transformative practices over time.
Examples
In the first virtual meeting, teachers were invited to share drawings of four major events that inspired them to become educators. Many reflected on influential role models, such as family members, school teachers, or broader educational figures like J. Krishnamurti. Some teachers shared motivations shaped by challenges or dissatisfaction: Anu reflected on her frustration with previous teachers, Sujit initially did not want to teach but wanted to challenge the stereotype that teaching is a fallback profession. Teachers also shared insights on the evolving meaning of teaching: Sangden emphasized continuous learning, Samaya recognized that learning extends beyond grades, Padma highlighted teaching as a multidisciplinary profession, and Jessica spoke about supporting students who are struggling. Creative expressions included Arati’s drawings (Figure 26, right) of a Sun (stability), Plant (lifespan of teaching), Water (clarity), and Children (joy in interactions). Rupak reflected on teaching as a “noble profession,” noting respect for teachers and recognition during COVID-19 vaccination prioritization. This sharing activity fostered trust, revealed diverse motivations and experiences, and created a shared sense of purpose among the participants, forming the foundation for a collaborative community.
Figure 26: Teachers’ drawings of 4 major events that inspired them to become a teacher
At the beginning of Phase II, teachers took turns sharing stories behind their names, covering the literal meaning, strange surnames, who named them, nicknames, or even common mispronunciations. For instance, Rupak shared that his name was originally Dipak, but his parents changed it to Rupak as Dipak was too common; Anita shared that her name means “nothing negative, only positive things happen”; Srijana mentioned that her aunt had given her the name; and Rupesh explained that his name means “god of beauty.” Similarly, in the first session with the Gulmi community teachers, we began with a name game to help participants get to know each other during the three-day program. Sitting in a circle, each teacher introduced themselves by acting out their name with a fun gesture or wordplay. For example, Madhav linked his name to playing a percussion instrument called madal, and Hira formed a diamond shape with her fingers to represent her name, which translates to “diamond.” Initially shy, the teachers quickly warmed up, taking turns to creatively introduce themselves. These simple, playful activities fostered trust, eased initial awkwardness, and laid the foundation for collaboration within the new community.
We held each week’s sessions at different making spaces, and a highlight was the lunch shared at the end of each session. These meals sparked a friendly sense of competition among the schools, with each trying to outdo the others with delicious, culturally meaningful food. Saraswati Niketan School started the trend by serving a traditional Newari lunch for Yomari Purnima, including yomari – steamed rice flour dumplings filled with molasses and sesame seeds. Panchakanya School followed with a festive Sel roti set – a sweet, ring-shaped rice bread associated with festive celebrations. These lighthearted lunches not only offered a taste of cultural heritage but also created a relaxed environment for teachers to connect, exchange ideas, and build camaraderie across schools.
Implications
Prioritizing trust and shared purpose enables teachers to engage more openly with innovative practices, take risks, and collaborate across schools. When educators feel connected, respected, and aligned around a shared goal, they are more likely to sustain experimentation, support peers, and contribute to a cohesive, collaborative professional learning community.
